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Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project

Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams

Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project

1.
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
http://www.slideshare.net/ROER4D/
Understanding the nature of OEP for OER adoption in Global South
contexts:
Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017

3.
ROER4D research rationale
Internationally, education institutions are under pressure
to provide students with access to affordable, quality
education in economically constrained environments
from primary, secondary and tertiary phases to what is
termed lifelong learning.
The need for equity of access to affordable, locally
relevant educational materials is felt acutely in Global
South countries facing growing student numbers,
decreasing government funding, increasing
Textbooks costs, and educational materials which
are not always suitable for the local context.
3
#FeesMustFall Protests at UCT Picture courtesy
Discott CC-BY-SA; Wikimedia Commons

4.
Research question
4
Whether, how, for whom and under what circumstances can engagement with
open educational practices and resources provide equitable access to
relevant, high quality, affordable and sustainable education in the Global South?
For this presentation we are interested in:
What can we learn about the nature of OEP that is emerging from some of the
ROER4D projects?

5.
OEP and OER - perspectives from literature
5
• Since at least 2007, researchers have included “practices” as a constituent aspect of the OER
movement (Andrade et al. 2010)
• “OEP is a broad descriptor that includes the creation, use and reuse of OER, open pedagogies, and
open sharing of teaching practices” (Cronin, 2017)
• Although much of the conceptualisation and research on OEP and OER has taken place in the
Global North (Andrade et al., 2010; Ehlers, 2011; Porter, 2013), a growing number of studies in the
Global South is surfacing the shift from OER to OEP (Czerniewicz, Glover, Deacon & Walji, 2016;
Perryman & Seal, 2016).
Varied approaches to defining OEP
Masterman (2016) argues that developing an OEP conceptual framework “involves disparate sources”
for OEP as there is a lack of a “holistic repertoire of practices currently observable in the field”.

7.
“Ways of seeing” OER-OEP in ROER4D
7
Prior OEP enables OER
OER
OER
OER
OER
OER
Subsequent OEP for
OER optimisation
Cycle of OEP sustains OER
For OER to exist there
must be prior open
educational practices
For OER to be optimised and
sustainable, there must be subsequent
open educational practices
New OEP

10.
10C Open Education Cycle
Conceptualise
Creation cycle
Cheryl Hodgkinson-Williams 2014
Adaptation cycle
In the study at Wawasan
Open University of
course developers’
deliberate use of OER to
create a formal 5-credit
distance learning course,
an official curriculum
committee
conceptualised the
structure of the course
prior to the identification
of existing OER (Menon
et al., in press)
The conceptualisation
phase includes the
curriculum planning of
what exactly is needed for
whom as well as an
awareness of OER

11.
10C Open Education Cycle
Conceptualise
Create
Creation cycle
Cheryl Hodgkinson-Williams 2014
In Colombia 22 teachers from six
schools created 16 OER of which
10 were created individually and
six collaboratively; the latter being
a new practice for school
teachers who do not usually
create materials or do so
collaboratively
A study of 117 lecturers
in four universities in
India found that
lecturers were more
likely to create
materials rather than
customise or combine
existing OER.
The creation phase refers to the
development of original materials by an
individual or institution and includes
materials developed with the express
intent to share freely and openly from
the outset (“born open OER”) or re-
created from “closed” materials by the
original author
Although some studies provided
opportunities for co-creation with
students (Westermann, et al, in
press), not many students took this
up.

12.
10C Open Education Cycle
Conceptualise
Create Curate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The curation step refers to the
preservation or storage of the
materials and/or tuition that
includes sufficient descriptive
information (i.e. metadata) and
appropriate open licensing (e.g.
Creative Commons)
In some ROER4D studies OER are
formally tagged and openly licenced
(Kasinathan & Ranganathan, in press).
A more common practice was for
educators to retain copies of newly
created OER on their devices or in
password protected learning management
systems (Karunanayaka & Naidu, in press)
and therefore curation practices were
difficult to identify.

13.
10C Open Education Cycle
Conceptualise
Create CirculateCurate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The circulation step refers
to the hosting of these on a
publicly accessible platform
with appropriate open
licensing and metadata
OER was hosted on public platforms (e.g.
Karnataka Open Educational Resources (KOER)
in India (Kasinathan & Ranganathan, in press),
Darakht-e Danesh Library in Afghanistan (Oates
et al., in press), the Co-KREA website in
Colombia (Sanez et al, in press) and on the
Wikibooks platform for a teacher-generated open
textbook developed for students at a higher
education institution in Chile (Westermann, in
press)
Not all materials intended as OER were available
publicly. At the Open University of Sri Lanka local
LMS was used as a password protected platform for
sharing materials among student teachers
(Karunanayaka & Naidu, in press). In India teachers
preferred to share materials informally via a mailing
list (Kasinathan & Ranganathan, in press), Some
OER on MOOC platforms (Czerniewicz et al, in
press).

14.
10C Open Education Cycle
Conceptualise
Create
LoCate
CirculateCurate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The slightly
artificially coined
“loCate” step
refers to the ease
of finding and
discovering OE
materials and/or
tuition
At Wawasan Open University
two librarians and an
educational technologist formed
a “search group” to find OER to
assist course developers to
identify possible OER for reuse
in a formal 5-credit course
(Menon et al., in press). At the
Open University of Sri Lanka
student teachers found and
then documented and shared
links to OER with other
teachers via the institutional
LMS (Karunanayaka & Naidu,
in press).

15.
10C Open Education Cycle
Conceptualise
Create
LoCate
Circulate
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The customise step refers to the localising or adapting of the
materials and/or tuition In a study in Malaysia, India and Sri
Lanka of course developers’
deliberate use of OER to create a 5-
credit course, it was found that
customising
(localising/contextualising) “large
chunks of OER” was easier and
less time consuming than
customising more granular
“reusable learning objects”.
Customising also required creating
new linking materials (Menon, et al.,
in press) or what we refer to as
“instructional glue”

16.
10C Open Education Cycle
Conceptualise
Create
LoCate Combine
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The combine step refers to the decomposing, re-mixing and
re-assembling of materials and/or tuition in accordance with
the open licence that the original author or institution selected
Only one study
distinguished between
combining (remixing) and
customising (revising)
(Menon, et al. in press),
while most other studies
reported more general
adaptation practices.

17.
10C Open Education Cycle
Conceptualise
Create
LoCate
Re-circulate
Combine
Customise
Re-curate
Copy
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
Whether the materials have been customised or combined with other materials, ideally
they need to be “Re-curated” and “Re-circulated” to fulfil the “Share-Alike” licence
and/or make the derivative work easy to find in order to re-use, re-customise and/or re-
combine
This is possibly the
weakest set of
practices as it is not
always clear where
they can upload
derivative work.
Educators in Sri
Lanka saved
materials on the LMS
or their own devices
and shared informally

18.
10C Open Education Cycle
Conceptualise
Create
LoCate Combine
Customise
Curate
Copy
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The copy step allows for Open
Education materials and/or tuition to
be used in an unaltered manner
In the ROER4D studies
copying was the most
common practice,
especially for videos,
diagrams, and
photographs. While a
“dead-end”, it is still
valuable to users for
materials that are
technically complex or
time consuming to
make.

19.
Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
The certify step refers to activities around
how to accredit Open Education and has
been used to prompt thinking about the
possible consequences for the use and/or
completion of original and/or re-worked
Open Education materials and/or tuition
Apart from one study at
Wawasan Open
University, which
intentionally adopted OER
for a formal credit-bearing
course (Menon et al., in
press), none of the other
studies surfaced this
practice